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“Girls don’t think that way” !"#$%&'#()#*+,"#(%&)-#./#)%#-(&0(-1#$#&123#-( ! 4&-1#$(5#67#0(18+1(7)1#66#%1/+6(+576712(*$&9-( 5
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Findings from different researchers suggest that certain factors help encourage students to pursue computing: Early, positive experiences with computing, adult encouragement (especially from parents), positive role models (female role models affect girls), and more information about what computing professionals actually do in their jobs. SOURCES: • Cohoon, J. M. and Aspray W. (2006). Introduction. In McGrath Cohoon, J. & W. Aspray (Eds.) Women and information technology: Research on under-representation . Cambridge, MA: MIT Press.; Jones, T., & Clark, V.A. (1995). Diversity as a determinant of attitudes: A possible explanation of the apparent advantage of single-sex settings. Journal of Educational Computing Research, 12 (1), 51-64.; Schaumburg, H. (2001). Fostering girls’ computer literacy through laptop learning: Can mobile computers help to level out the gender difference? Paper presented at the National Educational Computing Conference, Chicago. • Shashaani, Lily. (1993). Gender-based differences in attitudes toward computers. Computers and Education, 20 (2), 169-181.; Girls Scouts of the USA and NCWIT. (2008). Evaluating Promising Practices in Informal Information Technology (IT) Education for Girls PHASE III: Women in IT—Survey Results (www.ncwit.org/gseval); Tillberg, H. & Cohoon, J.M. (2005). Attracting women to the CS major. Frontiers: A Journal of Women Studies, 26 (1), 126-140. • Dryburgh, H. (2000). Underrepresentation of girls and women in computer science: Classification of 1990s research. Journal of Educational Computing Research, 23 (2), 181–202. • Barker, L. & Aspray, W. (2006). The State of Research on Girls and IT. In McGrath Cohoon, J. & W. Aspray (Eds.) Women and information technology: Research on under-representation. Cambridge, MA: MIT Press. 7
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The implications of these aspects of socialization are 1) It is important that girls understand that they are capable of entering a computing pathway. White and Hispanic women may lose confidence of their abilities more easily than their male counterparts. 2) Influencers of girls must understand that they should encourage the girls, praise them. According to Elaine Seymour’s interview study of 335 college students around the nation, “most men experience a life-long pressure to develop and express an intrinsic sense of self-worth, to respond to challenge with displays of self- sufficiency and stoicism, and to show independence from the need for nurturing. By contrast, the socialization of most young women (including their formal education) encourages the development of a more extrinsic sense of identity. From early childhood, throughout the years of formal education, girls are encouraged to perform for the approval of others and to attach feelings of confidence and self-worth to signs (such as praise) that others are pleased by what they do. The degree to which any woman depends on significant others for her sense of achievement varies (as illustrated in many women’s accounts) according to the mix of cultural influences that have been part of her socialization experience. The tendency to perform for others is not gender- exclusive: depending on the circumstances of their upbringing and education, we found young men may also exhibit this trait. However, the consequence of this pattern of socialization was clearly embedded in women’s accounts across the data set, with one important exception—that of black women. This group reflected a pattern of socialization that encourages the development of independence in self-image and career choice, and of self-reliance and assertiveness in getting educational needs met. This group was distinctively 9 inner-directed and determined, compared both with most other women and with most black men.” (Seymour, 1999, Annals of the New York Academy of Sciences).
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In this categorization, helping animals and various types of doctoring (pediatrician, neurosurgeon, plain old doctor) seem to be very appealing goals to middle school girls and it seems that activities embedded within these kinds of goals would have a high chance of success. Data can be categorized in many ways. Here, I combined anything having to do with animals (e.g., veterinarian, marine biologist, animal control officer, etc.); anything to do with science (e.g., scientist of any sort, but not forensics or marine biologist, since the motivations for these may be criminal analysis and working with animals rather than discovery). 11
Data provided by College Board directly to NCWIT. 12
One might infer from these numbers that planning for being a breadwinner is acting on the boys’ choices. 13
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Parents of teens and tweens may have a hard time believing this, but family is the single largest influence of a girl’s career choices. In this sense, family stands for years of socialization in a particular socio-economic group, the awareness of family members of different types of job possibilities and careers, beliefs about appropriate behaviors for boys and girls, etc. Families expected sons to finish what they had begun and to persevere for the sake of their future family responsibilities: they were more concerned that daughters "were happy" in what they chose to do (Seymour) Implication for messaging: be sure that parents, teachers, other important adults also believe that this is a do-able, acceptable career path for young women. 15 15
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BLS includes job projects in the annual “Occupational Outlook.” It also includes comparisons of different types of jobs. Teamwork and flexibility were found by Elizabeth Creamer (Virginia Tech) and colleagues to be important message components for women. While economic stability (presence of jobs and reasonable salaries) is important to women, it is not as big an attractor as it is for men. However, this will be important to your secondary and very important audience: parents. Economic security is of especial importance to “up and coming” families. A four-year, rather than 8-year, degree is of especial importance to Latino families, when the parents may view college as an interruption in ability to work. Remember that socially relevant work varies by target group. Use local knowledge (teachers, etc.) to find out what is interesting to this group of kids. They make have just had a unit on GPS and finding lost pets… etc. 18
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Use local knowledge in planning your events. It will help you to understand your audience and to customize. Ask a teacher, parent, or even some of the kids what will be of interest locally. Doing this will also build trust, because they will believe you care about their interests, not just your own and your enrollment numbers. Truth in advertising: this is not an easy major. It is time consuming, yet students frequently talk about the rewards when a program or system implementation works, solves an expressed problem. They will have to take a lot of math in most computing majors. But remember, you don’t have to like it, you have to be able to do it. When a program of study is described as something for really smart people, it is a turnoff to girls especially, who may 1) not want to admit they are really smart for fear of putting themselves above their peers; 2) may not have the confidence that they are really smart, even if they are. This is a problem that has plagued engineering for year. Focus on problem solving and interpersonal skills. 20
Remember that despite their attention to fun and games, young people also want to do meaningful jobs and/or jobs that gain them status. That is, becoming a doctor is more than helping people, it’s also one of a few people that actually has authority (usually) over one’s parents. Lawyers go out and defend people from injustice (in the imagination of a middle schooler) and make a lot of money. 21
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• In 2009, as in previous years, the computer science major missed out on some highly competent girls. • Girls with the top SAT math scores were more likely to intend majors in math, engineering, multi-disciplinary studies, physical sciences, biological sciences, architecture, languages, social sciences, or natural resources rather than computer science. • Of the majors chosen by top SAT math scorers in 2009, engineering (88,719 students), biological sciences (62,709 students), and undecided (42,120 students) attracted the most male and female students. • It is worth noting that 31,022 students intended to major in computer science; unfortunately, only 13% of those intended majors were female. One way you can Make a Difference: • Learn some key components for recruiting girls into science, engineering, and technology by referring to a Promising Practice sheet created by NCWIT at www.ncwit.org/geset. 25
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Geek image? Offshoring of jobs? Why do so few women pursue these college degrees in relation to men? What is the risk of addressing these issues head- on? What is the risk of not addressing them? 29
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